Efficiency management solutions of life skills education activities response to climate change and prevention of calamity disaster for sustainable development for ethnic minority students

Education management of life skills to cope with climate change and calamity disaster prevention for the sustainable development of ethnic minority students at ethnic minorities boarding high schools in the Northwestern region is conducted mainly through integrating the content of life skills education in response to climate change and preventing natural disasters for ethnic minority students into teaching basic subjects, through extra-curricular educational activities, through Extracurricular activities, labor and collective activities.

EFFICIENCY MANAGEMENT SOLUTIONS OF LIFE SKILLS

EDUCATION ACTIVITIES RESPONSE TO CLIMATE CHANGE AND PREVENTION OF CALAMITY DISASTER FOR SUSTAINABLE DEVELOPMENT FOR ETHNIC MINORITY STUDENTS IN ETHNIC MINORITY BOARDING UPPER SECONDARY SCHOOLS IN THE

NORTHWEST REGION IN THE CURRENT PERIOD

Vu Thi Thu Trang

Vietnam Academy for Ethnic

Minorities

Email: vuthithutrang@cema.gov.vn

Received: 25/10/2019

Reviewed: 30/10/2019

Revised: 7/11/2019

Accepted: 12/11/2019

Released: 20/11/2019

DOI:

Education management of life skills to cope with climate change

and calamity disaster prevention for the sustainable development

of ethnic minority students at ethnic minorities boarding high schools

in the Northwestern region is conducted mainly through integrating the content of life skills education in response to climate change and preventing natural disasters for ethnic minority students into teaching basic subjects, through extra-curricular educational activities, through Extracurricular activities, labor and collective activities Education

on life skills to respond to climate change and disaster prevention for the sustainable development of ethnic minority students in recent years has just stopped at the implementation of the documents of Ministry

of Education and Training (MOET), Departments of Education and Training (DOET) Some ethnic minority boarding high schools have not been proactive in developing a plan to implement the task of educating life skills to cope with climate change and prevent natural disasters for the sustainable development of ethnic minorities students, not well directed education forces in schools and diverse forms of life skills education to respond to climate change and disaster prevention for the sustainable development of ethnic minorities students Through the in-depth analysis of research results in the period of 2013-2019, the author

of this paper has presented a system of effective management solutions for education of life skills to cope with climate change and avoid natural disasters for the sustainable development of ethnic minority students in ethnic minorities boarding high schools in the Northwest region in the current period.

Keywords: Effective management solutions; Educating life skills

to cope with climate change and prevent natural disasters; Sustainable Development; Ethnic minorities students; Ethnic minorities boarding high schools; Northwestern region

1 Introduction

The four pillars of 21st century education, which

are essentially an approach to life skills in education,

have been thoroughly grasped in renewing the

objectives, content and methods of general education

in Vietnam

Since 2001, the Ministry of Education and

Training has provided life skills education for high

school students with the support of international

organizations, especially UNICEF in Viet Nam Life

skills education for students is done by exploiting the

content of a number of subjects with many advantages

such as civic education, technology, etc., including

life skills education to respond to variables climate

change and disaster prevention for the sustainable development of local communities

The manifestations, characteristics, causes and impacts of life skills education in response

to climate change and disaster prevention for the sustainable development of local communities have been carefully researched and investigated Strategic solutions globally and in each country in the world

to effectively respond to climate change have been proposed and implemented aggressively Responding

to climate change to reduce the consequences of climate change is one of the leading goals and tasks

of each country, including the great role of education The Ministry of Education and Training also

strengthens cooperation with ministries, branches,

international organizations and non-governmental

organizations operating in the field of natural disaster

risk in Vietnam in order to step by step take steps

to respond, adapting to climate change in the field

of education moves to a new stage of development,

ensuring the goal of sustainable development These

activities aim to raise awareness, equip knowledge

and skills on climate change response to education

managers, teachers and students, gradually building

a safe school system

However, up to now, the implementation of

life skills education activities to cope with climate

change and disaster prevention for the sustainable

development in the Northwestern ethnic minorities

boarding high schools has not been implemented or

has been implemented but not highly effective, some

contents of environmental education, climate change,

sustainable development, etc have been implemented

inconsistently, systematically, updated and inherited

among classes and levels learn; examples, misleading

implementation, analysis, confusion among learners

or issues beyond the awareness of ethnic minority

students Teaching time for subjects integrated with

these knowledge units is not so much, when teaching,

teachers only try to ensure enough programs, enough

time but do not focus on analysis, expansion or

contact to consolidate, inculcate, apply in real life

Educating and educating about life skills to cope

with climate change and preventing natural disasters

because sustainable development is not merely

teaching learn about climate change and disaster

prevention through developing diverse activities in

learners’ awareness and capacity to cope with climate

change, disaster prevention and at the same time help

learners have protected behavior behaviors based on

the basic directions of education for development

sustainability, to help ethnic minority students and

the community convinced about the good prospects

of climate protection and successful adaptation to

climate change in the future

Education management of life skills to cope

with climate change and disaster prevention for the

sustainable development of ethnic minority students

in the Northwestern ethnic minorities boarding high

schools is conducted mainly through integration

content of life skills education to respond to climate

change and disaster prevention for ethnic minority

students to teach basic subjects, through

after-school education activities, through extra-curricular

activities courses, labor and collective activities

However, the activities of educating life skills to cope

with climate change and preventing natural disasters

for the sustainable development of ethnic minority

students in recent years have only stopped at the

implementation of documents copy of the Ministry

of Education and Training and the Department

of Education and Training, some ethnic minority

boarding high schools have not been proactive in developing a plan to implement the task of educating life skills to cope with climate change and prevent natural disasters for the sustainable development

of ethnic minorities students, not well directed education forces in schools and diverse forms of life skills education to respond to climate change and disaster prevention for the sustainable development

of ethnic minorities students

The management of life skills education in response to climate change and disaster prevention for the sustainable development of ethnic minority students and the management of life skills education activities of the boarding high schools for ethnic minorities in the Northwest region not really effective due to many subjective and objective reasons Therefore, it is necessary to conduct research and development of solutions to manage life skills education in response to climate change and disaster prevention because sustainable development is an urgent issue Ethnic minority students must learn about the causes of climate change, its manifestations, impacts of climate change, how to respond to climate change and the formation of life skills to cope with climate change and prevention natural disasters for the sustainable development of ethnic minority students, helping ethnic minorities students have the ability to form attitudes and behaviors to respond and adapt to climate change in the Northwest region Stemming from the above-mentioned reasons, the author chooses the research issue: “Effective management solutions of life skills education activities to cope with climate change and disaster prevention for sustainable development for ethnic minority students at the ethnic minorities boarding high schools in the Northwest region in the current period” This research meets important and urgent theoretical and practical requirements

2 Research method

2.1 Group of theoretical research methods 2.2 Group of practical research methods 2.3 Data processing methods

3 Overview of the problem research

3.1 In another country

In 1890: The US Department of Labor established

a Secretariat to train the necessary skills, the members

of this committee include many different fields such

as education, businessmen, officials, civil servants It aims to boost the economy with highly skilled labor and high-paying jobs

In the early 1990s, some Asian countries such as Laos, India, Cambodia, and Thailand researched and implemented life skills teaching programs from pre-school to high school in the direction of teach integrated into literacy and academic programs; Mainstreaming subjects and programs at different

levels to equip students with the necessary life

skills to help students enjoy life-related skills and

divide life skills into three main groups: Basic

skills including reading, writing, and writing skills;

General skills include critical thinking skills, creative

thinking skills, decision-making skills,

problem-solving skills; Specific skills groups include health

protection skills, gender equality

In 1996: UNICEF adopted the program “Life

skills education to protect health and fight HIV/

AIDS for young people in and out of school”

In 2003: UNICEF funded education aimed at

educating students about life skills and since then

education has started to focus on life skills education

for ethnic minorities students

In 2009, together with the Japanese cooperation

agency JICA, AFD initiated a Support Program to

Respond to Climate Change This is a multi-year

budget support program based on the Government’s

reforms and progress on public policies that contribute

to climate change In Korea, elementary school

students learn how to cope with climate change,

earthquakes, natural disasters, etc at the Seoul

Emergency Management Center (Hoc & Ngu, 2009)

In Japan, the government attaches great

importance to propaganda about disaster, on the

streets, people can easily see panels, posters to guide

people when the disaster happens

In some ASEAN countries, in the programs of

secondary schools, high school content systematically

educates environment, especially content related

to deforestation and environmental destruction be

considered the direct cause of disasters In addition,

students also learn the contents related to protecting

the living environment through integration into

traditional subjects on nature and society In

Sri Lanka, most Buddhist temples and churches

Muslims along the coast of the country have large

radio speakers to transmit radio or television warning

information about natural disasters The government

also required state radio stations to comply with the

timely warning of tsunamis, volcanoes, etc (Ministry

of Education and Training, 2012a)

On December 12, 2015, 195 countries attending

the United Nations Framework Convention on

Climate Change (COP 21) in France approved

an agreement to curb global warming, which is

considered strong and show the most extensive

international cooperation ever

3.2 In Vietnam

The term life skills in Viet Nam, starting to be

known from the UNICEF program (2006) “Life

skills education to protect the health and prevention

of HIV/AIDS for young people inside and outside

the school” through During the implementation of

this program, the content of life skills concepts and

life skills education has been increasingly expanded

(Binh, 2011)

In 2001: Ministry of Education and Training implemented life skills education for high school students through the project “Education for healthy living, life skills for children and adolescents” sponsored by UNICEF

In 2007, the author Nguyen Thanh Binh had systematic studies on life skills and life skills education (Binh, 2011)

In 2011: Ministry of Education and Training opened a training course to enhance life skills education in some subjects and educational activities in high schools for more than 700 teachers representing teachers in 23 southern provinces; a number of project programs such as the experimental program “Education on healthy living and life skills” supported by UNICEF have been piloted in 20 schools in 5 districts of the provinces of Lang Son and An Giang, Hanoi and Ho Chi Minh City

There have been many studies on the situation and measures to improve the effectiveness of life skills education in general for students in order to improve the quality of comprehensive education such as:

- Author Nguyen Thi Thanh Nhan Hanoi University of Education (2014): Master’s thesis

in Educational Management “Managing life value education - Life skills for students at Nguyen Sieu High School, Hanoi”

- Author Dinh Thi Thien Hanoi University of Education (2015): Master’s thesis in Educational Management “Managing life skills education for students of secondary schools in Hoa Binh city”

- Author Nguyen Thi Hanh Hanoi University of Education (2015): Thesis of Master of Educational Management “Managing life value education activities - Life skills for students of Thanh Oai A High School, Hanoi City”

All three topics have studied the situation and proposed measures to manage ethical education activities in general and value education, life skills in particular for high school students

- Author Pham Thi Kim Hoa, VNU Hanoi (2014): Master thesis “Research and propose climate change education solutions in professional secondary schools” Researching the situation of climate change awareness of teachers and students and proposing climate change education solutions in professional secondary schools

- Author Le Thi Thu Huong Hanoi Pedagogical University (2014): Master’s thesis in Educational Science “Education to cope with climate change through extracurricular activities in elementary schools from an integrated perspective” The thesis studies the current situation and proposes educational measures to cope with climate change through extracurricular activities in elementary schools from

an integrated perspective.

- Author Nguyen Thi Hoa, Vinh University (2015):

Master thesis of education science “Integrating climate

change response education in teaching Geography

subjects for grade 4 students” Research projects on

the current situation and propose measures to integrate

education in response to climate change in teaching

Geography subjects grade 4

- Author Tran Bich Van Hanoi National

University (2015): Master thesis of climate change

“Building a communication model on coping with

climate change in secondary schools in Hanoi”

Researching the current situation of communication

issues on climate change in secondary schools and

proposing measures to build models of climate

change communication in secondary schools

Central Highlands National Research Project

3 (2013-2015) of Ngo Quang Son’s project leader:

“Researching the resilience to natural disasters and

proposing a comprehensive solution to improve the

preventive capacity of original local ethnic minorities

in the Central Highlands” have studied the ability to

cope with the main types of natural disasters and

proposed total solutions to improve the disaster

prevention capacity of ethnic minorities in the Central

Highlands, the Central Highlands accommodation

in the context of coping with climate change today

The main research contents have been solved:

Researching theoretical basis related to climate

change, response to climate change, natural disasters

and disaster risks; lessons learned domestically and

internationally on improving disaster prevention

capacity; Identify types of natural disasters, natural

disasters and their impacts on people, economy,

society and environment in ethnic minority areas in

the Central Highlands over the years; Analyze the

possibilities and factors affecting the natural disaster

community’s ability to respond to and prevent

natural disasters in the Central Highlands; Proposing

perspectives, orientations and overall solutions to

improve natural disaster prevention capacity of ethnic

minority communities in the Central Highlands

Proposing a number of pilot models of disaster

preparedness and response for a number of local

ethnic minorities in the Central Highlands Organize

the implementation of the Information, Education

and Communication (IEC) model based on the

active participation of the community to forecast,

warn, prevent, respond to and mitigate harms of

natural disasters and disaster recovery for the Gie -

Trieng ethnic communities in Kon Tum and Co Ho

in Lam Dong This state-level project also initially

organizes life skills education activities, after-school

educational activities, extracurricular educational

activities, democratic flower picking, etc provincial

boarding schools, district boarding schools, general

education schools, provincial continuing education

centers, district continuing education centers;

community learning center in the Central Highlands provinces to spread to the local ethnic minorities, to meet the needs of capacity building 6+ of the ethnic minorities community in the Central Highlands in public impacts on forecasting, warning, preventing, responding to, reducing harms of natural disasters and recovering from natural disasters

Life skills education activities in schools now have many research topics but the topic of life skills education management to respond to climate change and disaster prevention for the sustainable development of ethnic students ethnic minorities in Northwestern high schools have not been studied Therefore, the selection and study of issues:

“Effective management solutions for life skills education in response to climate change and disaster prevention for the sustainable development of ethnic minority students in Northwestern high schools in the current period ” will play an important role in studying theoretical and practical basis of climate change, responding to climate change and preventing natural disasters for sustainable development firmly and urgently in the Northwest region in the current period

4 Overall assessment of the management of life skills education activities to cope with climate change and disaster prevention for the sustainable development of ethnic minority students in ethnic minority boarding upper secondary schools in the Northwest in the current period

4.1 Strengths

- Ethnic Minorities boarding high secondary schools have developed an education plan to train life skills to cope with climate change for ethnic minorities students to integrate in the plan of implementing tasks for each school year;

- Conducted professional guidance to instruct teachers to prepare related articles, integrate and integrate the content of life skills education in response to climate change and disaster prevention for the sustainable development of ethnic minority students subjects in regular class time;

- Youth Union develops a plan to organize extracurricular activities including education on life skills to cope with climate change and natural disaster prevention for the sustainable development

of ethnic minority students Regularly organize extra-curricular activities with class sizes, grade levels and the entire school scale The scope and form of organization is richer

- Organization for students to participate in outdoor activities helps ethnic minorities students relate reality, experience, thereby forming awareness, attitudes and behaviors

4.2 Weakness

The organization of activities is mainly the

responsibility of the Youth Union’s Secretary, so the

planning, content selection and organization have

not been invested, carefully prepared, and promoted

participation and coordination of school members

- The school administrators put the content of the

life skills education program to cope with climate

change and prevent natural disasters because the

sustainable development of ethnic minority students

is not appropriate and not creative; The program is

still sketchy

- The coordination of mass organizations and

forces inside and outside the school has not been

effective; It has not promoted the strength of life

skills education forces to cope with climate change

and natural disaster prevention for sustainable

development From the limitations and shortcomings

mentioned above, it leads to the education of life

skills to cope with climate change and natural disaster

prevention for the sustainable development of ethnic

minority students in the Northwestern boarding high

schools for ethnic minorities

5 System of solutions for effective management

of activities of educating life skills to cope with

climate change and preventing natural disasters

for ethnic minority students at the boarding high

schools for ethnic minorities in the Northwest

region in the current period

5.1 Solution 1: Enhancing awareness raising

activities for education managers, teachers and

staff in the school about the importance of life skills

education activities to cope with climate change and

disaster prevention for the sustainable development

of ethnic minority students

Life skills education in response to climate change

and disaster prevention for sustainable development

is one of the ways to realize the comprehensive

educational goals In order to meet the goals of

education innovation, educating life skills to cope

with climate change and preventing natural disasters

for sustainable development, there must be programs

and contents suitable to the requirements of

renovation and become mandatory activities for with

schools in general and general secondary education

schools in particular in order to achieve the following

specific objectives:

Helping students to be aware of the life skills

education activities to cope with climate change and

disaster prevention because sustainable development

is a practical activity to meet the needs of ethnic

minority students themselves and the needs of the

commune Since then, ethnic minority students have

been training their skills and equipping themselves

through awareness, behaviors, actions and jobs

to deal with the consequences caused by climate

change and natural disasters, thereby developing

strategies action plan to minimize the impact of

climate change, natural disasters on the environment,

with current and future life

Helping the life skills education teams to cope with climate change and prevent natural disasters for sustainable development, understand why it is necessary to carry out life skills education to respond

to climate change and prevent natural disasters for sustainable development for students ethnic minority students and train them on the skills to recognize what is climate change, the causes of climate change, the consequences of climate change and thereby formulate their own life skills to adapt and minimize harms Climate change caused in the present and the future High schools for ethnic minorities need to do well in propaganda and organizing regular training

in order to raise the awareness of administrators, teachers, staff, students, parents and local social organizations on the importance of educating life skills to cope with climate change and natural disaster prevention for the sustainable development

of ethnic minority students This work will train ethnic minority students to become young, active and effective propagandists in climate change response and disaster prevention for sustainable development

in schools, at home and the community where the children live

5.2 Solution 2: Develop a plan to educate about life skills to cope with climate change and prevent natural disasters for detailed sustainable development in accordance with the psychological and psychological characteristics of ethnic minority students and practical conditions of ethnic minorities boarding high schools in the Northwestern region

The development of a plan to plan the direction

of the life skills education in responding to climate change and natural disaster prevention for the detailed sustainable development consistent with the physiological and psychological characteristics of ethnic minority students and the practical conditions

of the Northwestern boarding high schools for ethnic minorities, and at the same time determine the results

to be achieved in the future of the activity

Planning the management process of life skills education in response to climate change and natural disaster prevention for the sustainable development of ethnic minority students will help the Principal orient all activities in the school and discussing the strategic goals and specific goals to

be achieved, the expected mobilization of resources

to implement the goals and the expected situations that will be encountered during the implementation

of the life skills education plan to respond to Climate change and disaster prevention for the sustainable development of ethnic minority students

Establishing a Steering Committee for life skills education to cope with climate change and disaster prevention for sustainable development; assign specific tasks to members of the steering committee;

check and assess activities of educating life skills

to cope with climate change and prevent natural

disasters for sustainable development

Direct the development of a master plan on life

skills education in response to climate change and

disaster prevention for the sustainable development

of the school; Based on the overall plan, each part

and individual assigned the task of elaborating the

work plan they are assigned to take specific and

detailed responsibilities; The Steering Committee

approves the plan, monitors the implementation of

the plan of the life skills education forces to cope

with climate change and prevent natural disasters for

the sustainable development of the school

5.3 Solution 3: Consolidating the personnel

structure, fostering and improving capacity of

educating life skills to cope with climate change

and preventing natural disasters for the sustainable

development of education forces in the ethnic

minorities boarding upper secondary schools

The school principal studied documents,

promulgated regulations of the school’s personnel

apparatus participating in the life skills education in

response to climate change and disaster prevention

for the sustainable development of ethnic minority

students; have regular training plan for educational

forces participating in life skills education to cope

with climate change and prevent natural disasters for

sustainable development in schools with appropriate

capacity and professional qualifications In addition,

there is a method of organizing life skills education

to cope with climate change and natural disaster

prevention for the sustainable development of ethnic

minority students to achieve the highest efficiency

The training and retraining of knowledge on

climate change response for managers, teachers, and

employees has been concerned by the Department

of Education and Training, issued a guiding

document for general high schools in general and

general secondary education schools for secondary

schools implementation organization However, the

training has only been in the form of implementing

documents, directing the implementation of tasks,

not going into depth, not organizing regularly and

continuously, the content has not been diversified

and has not been provided with training forces

involved in educating life skills to cope with climate

change and disaster prevention for other sustainable

development in schools; The documents for the

forces participating in the life skills education to cope

with climate change and natural disaster prevention

for sustainable development are not yet abundant

Therefore, in order to improve the quality of

life skills education in response to climate change

and natural disaster prevention for the sustainable

development of ethnic minority students, the

Principal needs to do well the regular training for staff

and teachers staff and staff to improve the capacity

of educating life skills to cope with climate change for the forces participating in educating life skills

to cope with climate change and preventing natural disasters for sustainable development in schools in the following forms: Page for the life skills education forces to cope with climate change and natural disaster prevention for the sustainable development

of content, methods, positive teaching techniques, etc for educational managers, teachers, staff qualified

to educate life skills to cope with climate change and disaster prevention for the sustainable development

of students ethnic minorities

5.4 Solution 4: Promote the direction of diversifying forms of organization of life skills education activities to cope with climate change and prevent natural disasters for the sustainable development of ethnic minority students

Creating an attraction and attracting students to participate in life skills education activities to cope with climate change and prevent natural disasters for sustainable development, through which students can cultivate and forge life skills, attitudes and behaviors, know how to apply and respond to situations, environmental conditions and the consequences

of climate change, natural disasters in life, thereby forming personality, attitudes and behaviors for students, helping They know how to protect the environment, adapt and minimize the harmful effects

of climate change, natural disasters, and propagate for everyone to do it together

Researching guiding documents, reference materials to select contents and ways of organizing life skills education to respond to climate change and prevent natural disasters for the sustainable development of ethnic minority students in accordance with psychological characteristics, their age, to meet the requirements of innovation in education

Directing the life skills education teams to cope with climate change and prevent natural disasters for the sustainable development to diversify forms and methods of organization to suit the required content, create opportunities for experience and practice , manipulating and creating excitement for students, specifically: Organizing collective activities on the occasion of celebrating the major holidays in the school year, propaganda for students to have an understanding of the environment, climate change, its causes, consequences, adaptive skills and mitigation Consequences of climate change

5.5 Solution 5: Strengthening the inspection and evaluation of life skills education activities to cope with climate change and disaster prevention for the sustainable development of ethnic minority students on a regular basis

Testing and evaluating is an effective solution to help the school to get feedback from the management

subjects, to grasp the work progress, compare the

actual performance with the set goals, thereby

taking measures appropriate management of life

skills education in response to climate change and

disaster prevention for sustainable development

Through evaluation and evaluation to reward typical

collectives and individuals, replicate typical; reward

promptly to motivate and encourage the movement

For collectives and individuals who have not

done well, they have to remind, criticize and draw

experiences to implement the life skills education

activities to cope with climate change and prevent

natural disasters for sustainable development for

ethnic minority students are more effective

Principals need to develop criteria to evaluate the

life skills education in response to climate change

and disaster prevention for sustainable development

Principals need to develop a plan for testing,

evaluating, launching, putting criteria of education

on climate change response and disaster prevention

for the sustainable development of ethnic minority

students in the content of the emulation campaigns

in school year

Summarizing and rewarding administrators,

teachers, and teachers for achievements; remind,

criticize or use higher penalties when administrators,

teachers, teachers do not perform well life skills

education in general and life skills education in

response to climate change and disaster prevention

for development Sustainability in particular for

ethnic minority students

5.6 Solution 6: Establish physical conditions and

enhance the application of information technology

to ensure life skills education in responding to

climate change and preventing natural disasters

for sustainable development firmly in the ethnic

minorities boarding upper secondary schools

Create a spacious and clean pedagogical

environment; appropriate exploitation of playground,

training ground, functional rooms, with sufficient

equipment to serve the teaching and learning of life

skills in general and life skills education to respond to

climate change and prevent natural disasters because

of sustainable development in particular

Strengthen the application of information

technology to update news and current news on

the situation of climate change in the country

and internationally, to get materials from Internet

websites for educating life skills to cope with climate

change in schools

Invest in funding for procurement of facilities in

general and teaching equipment in particular, improve

the school landscape; procurement of equipment and

facilities for teaching activities, collective activities

and organizing life skills education in response to

climate change and natural disaster prevention for the

sustainable development of ethnic minority students

To well carry out the work of socializing education, making use of the material and spiritual support of individuals, organizations, enterprises and benefactors in order to have facilities meeting requirements Organize life skills education to respond to climate change and prevent natural disasters for the sustainable development of ethnic minority students

Principals based on state budget allocations; The school’s tuition revenue plans to invest, purchase equipment for life skills education on climate change response and disaster prevention for sustainable development in particular

6 Conclusion

Education of life skills to cope with climate change and management of life skills education to cope with climate change and natural disaster prevention for the sustainable development of ethnic minority students at the Northwestern Boarding High Schools for Ethnic Minorities in order to form and develop awareness, attitudes and behaviors for students, help them see the causes and consequences of climate change, the types

of natural disasters from which they form their own attitudes and behaviors in adapting and mitigating harms caused by climate change, natural disasters,

as well as consciously propagating for everyone to

do together, towards a good life, a civilized society and meeting Comprehensive educational goals in the current period

Life skills education in response to climate change and natural disaster prevention for the sustainable development of ethnic minority students are concerned by schools, but not only the theory but also the results of education Life skills to cope with climate change and prevent natural disasters for sustainable development is to form awareness, attitudes and behaviors of ethnic minorities students

in schools and in society, so there must be a synchronized coordination between forces In school and family education, if so, the life skills of ethnic minority students will be sustainable

The test results of the managers and teachers’ evaluation showed that the solutions of managing life skills education to cope with climate change and natural disaster prevention for the sustainable development of local communities for ethnic minorities students The proposed minorities are highly necessary and feasible, consistent with the reality of the Northwestern ethnic minorities boarding high schools The synchronous implementation of the above management solutions will have the effect

of improving the quality of life skills education management to respond to climate change and prevent natural disasters for the sustainable development of local communities for ethnic minorities students in the Northwestern ethnic minorities boarding high schools in the current period

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GIẢI PHÁP QUẢN LÝ HIỆU QUẢ HOẠT ĐỘNG GIÁO DỤC KỸ NĂNG SỐNG ỨNG PHÓ VỚI BIẾN ĐỔI KHÍ HẬU VÀ PHÒNG TRÁNH THẢM HỌA THIÊN TAI VÌ SỰ PHÁT TRIỂN BỀN VỮNG CHO HỌC SINH DÂN TỘC THIỂU SỐ Ở CÁC TRƯỜNG PHỔ THÔNG DÂN TỘC NỘI TRÚ TRUNG HỌC PHỔ THÔNG KHU VỰC TÂY BẮC TRONG GIAI ĐOẠN HIỆN NAY

Vũ Thị Thu Trang

Học viện Dân tộc

Email: vuthithutrang@cema.gov.vn

Ngày nhận bài: 25/10/2019

Ngày phản biện: 30/10/2019

Ngày tác giả sửa: 7/11/2019

Ngày duyệt đăng: 12/11/2019

Ngày phát hành: 20/11/2019

DOI:

Tóm tắt

Quản lý giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai vì sự phát triển bền vững cho học sinh dân tộc thiểu số ở các trường phổ thông dân tộc nội trú trung học phổ thông khu vực Tây Bắc được tiến hành chủ yếu qua việc lồng ghép nội dung giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai cho học sinh dân tộc thiểu số vào dạy học các môn cơ bản, thông qua hoạt động giáo dục ngoài giờ lên lớp, thông qua hoạt động ngoại khóa, lao động và sinh hoạt tập thể Hoạt động giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai vì sự phát triển bền vững cho học sinh dân tộc thiểu số trong những năm qua mới chỉ dừng lại ở việc triển khai theo các văn bản của Bộ Giáo dục và Đào tạo, của Sở Giáo dục và Đào tạo Một số trường phổ thông dân tộc nội trú trung học phổ thông chưa chủ động xây dựng kế hoạch thực hiện nhiệm vụ giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai vì sự phát triển bền vững cho học sinh dân tộc thiểu số, chưa chỉ đạo tốt các lực lượng giáo dục trong nhà trường và đa dạng các hình thức giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai vì sự phát triển bền vững cho học sinh dân tộc thiểu số Qua quá trình phân tích sâu sắc các kết quả nghiên cứu trong giai đoạn 2013-2019, tác giả bài báo này đã nêu

hệ thống giải pháp quản lý hiệu quả hoạt động giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai vì sự phát triển bền vững cho học sinh dân tộc thiểu số ở các trường phổ thông dân tộc nội trú trung học phổ thông khu vực Tây Bắc trong giai đoạn hiện nay

Từ khóa

Giải pháp quản lý hiệu quả; Giáo dục kỹ năng sống ứng phó với biến đổi khí hậu và phòng tránh thiên tai; Phát triển bền vững; Học sinh dân tộc thiểu số; Trường phổ thông dân tộc nội trú trung học phổ thông; Khu vực Tây Bắc